Pembina Trails

Divisional Plan

Professional Learning Funding provided by Manitoba Education - Please provide details below

1) To date, how have you used the money your division received for K-8 teachers' LwICT professional learning in 2008-09 and 2009-10?
Of the monies provided to our division, approximately 230 sub-release days are funded to support school based ICT teams for p.d. These school teams, in turn, are responsible for providing support/guidance in a mentorship role at their respective schools. The bulk of the grant monies from MECY are placed into the divisional general fund. Teachers are supported for pd through a divisional joint pd fund where they may apply every 2 years for up to $1000 and 3 sub-release days to attend a major conference.
In 20090/10 PD support model has been altered to more school based - 4.5 days per school based LwICT team is provided for planning and facilitating ICT related professional learning. ICT related workshops continue to be provided through after school Staff Development Sessions.

3) What professional learning is occurring now because of the extra funding that you previously not able to do?
As a result of this funding, we have been able to offer more day time pd. We have also been able to free up small groups/cohorts of teachers to pursue ICT related needs. For example, a group of 5 or 6 teachers may receive 1/2 day for becoming more familiar with SMART Board/eBeam/mimeo board technology.

4) Does your division have any strategies for ongoing professional learning (For example: Professional Learning Community - online, face-to-face, mentors, etc?)
Cohorts have developed, typically at the school level, to address a local need. Through our Joint PD Fund learning cohorts may apply for up to $2000.00 to cover sub release time and resources required for professional learning. Our divisional school based team members have played an integral role in mentoring their peers. Special interest groups have initiated online discussion groups for specific purposes. Our division has rolled out SharePoint, a limited number of sub-committees are beginning to develop resources that will be posted for all to access.

At a number of schools professional learning communities have been developed. Teachers have the opportunity to choose ICT as a topic of study and investigation. School time is provided for these opportunties.

5) What successful strategies would you like to recommend to other divisions?
The teacher librarians continue to be an integral part of our implementation team and school based teams. They have the important connection to all staff, are familiar with the various curricula, and in our division the majority come with a high comfort level with ICT. Currently we are working on developing non-subject specific activities and lessons that focus on the affective domain of the continuum for our SY students and staff.

Some schools administrators have alloted time for dedicated ICT support. This support varies, but it's mere existence has benefited teachers.

Having LwICT on your school plan helps to bring awareness to the topic, focuses funds, and promotes professional learning.

Great effort has been made to communicate with all affected staff in terms of the reporting process. It was their wish to report through anecdotal comments, not using performance indicators. This has certainly resulted in buy-in and ownership.

The more opportunities that can be provided for teachers to view and share exemplars the more the comfort level will increase and ideas shared.


For more information, please contact.....

Report Card Samples

6) How often do you report on Literacy with ICT during the school year?
Once a year is mandated. Teachers have the option of reporting on both formal report cards. Reporting is done in anecdotal form within subject areas where ICT has been infused.

7) Which grades are reporting on Literacy with ICT?
K-9

8) When does the reporting occur?
We have two formal report periods - winter and June.

9) What feedback have you received from parents regarding reporting of Literacy with ICT?
Of the few comments we have received parents have indicated surprise at the amount of ICT students use and integrate into their learning.
A word of caution: Making anecdotal comments on ethical use of technology may lead to misinterpretation/confusion if not specific in nature. Teachers need to be clear about the language of the continuum and its intent.

10) In certain circumstances, a child may have more than one teacher. How would/do your teachers report on a child's literacy with ICT in this circumstance? Please discuss with your divisional team and record some possible strategies to address this issue.
Some schools have implemented a template that identifies which competency will be reported upon, when and by what teacher. Other schools have matched competencies with specific subject areas. Some schools have a tracking template where teachers identify which competency has been reported upon and in which term for each student.

11) If there have been changes to your divisional statement of belief on reporting on LwICT, since last year, upload or insert the text below.
No change.

For more information, please contact.....

Blair Morden
Educational Technology Consultant
bmorden@pembinatrails.ca

Transition to Senior Years

Thoughts on Literacy with ICT transition to the Senior Years

Ongoing support for K-8 teachers